CDC COMMUNITY GUIDE: Early Childhood Development Programs: Comprehensive, Center-Based Programs for Children of Low-Income Families
CDC
An Evidence-Based Practice
Description
Comprehensive, center-based early childhood development programs are defined as publicly funded comprehensive preschool programs designed to improve the cognitive and social development of children, aged 3 to 5 years, at risk because of family poverty. Programs reviewed included Head Start as well as other early childhood programs serving disadvantaged families.
The Community Preventive Services Task Force recommends publicly-funded, center-based, comprehensive early childhood development programs for low income children aged 3 to 5 years based on strong evidence of their effectiveness on preventing delay of cognitive development and increasing readiness to learn, as assessed by reductions in grade retention and placement in special education classes.
The early childhood development programs reviewed are "center-based" (i.e., in a public school or child development center), providing an alternative physical and social environment to the home.
The Community Preventive Services Task Force recommends publicly-funded, center-based, comprehensive early childhood development programs for low income children aged 3 to 5 years based on strong evidence of their effectiveness on preventing delay of cognitive development and increasing readiness to learn, as assessed by reductions in grade retention and placement in special education classes.
The early childhood development programs reviewed are "center-based" (i.e., in a public school or child development center), providing an alternative physical and social environment to the home.
Impact
Evidence shows that publicly-funded, center-based, comprehensive early childhood development programs for low-income children aged 3 to 5 years can be effective in preventing delay of cognitive development and increasing readiness to learn.
Results / Accomplishments
Results from the Systematic Reviews:
Seventeen studies qualified for the review.
• The review assessed four different categories of outcomes: cognitive, social, health, and family.
• Nine studies measured academic achievement through use of standardized academic achievement assessments, such as the Woodcock-Johnson or California Achievement Test.
-Six studies demonstrated increases in academic achievement for students enrolled in early childhood development programs
-One study reported a negative effect
-Two studies provided no data to calculate effect sizes
-Academic achievement scores increased by a median of 0.35 standard deviations
• School readiness: median effect size of 0.38 standard deviations (3 studies).
• IQ: median effect size of 0.43 standard deviations (6 studies).
-Although these results are positive, the influence of this gain in IQ on longer-term health and social outcomes is not known
• Student retention: program participants were 13% less likely to be retained ("held back") in grade level (5 studies).
• Placement in special education programs: program participants were 14% less likely to be placed in special education programs (5 studies).
• Some reviewed programs included a home visitation component.
• Reviewed Programs operated full or half days, 9 to 12 months a year.
Seventeen studies qualified for the review.
• The review assessed four different categories of outcomes: cognitive, social, health, and family.
• Nine studies measured academic achievement through use of standardized academic achievement assessments, such as the Woodcock-Johnson or California Achievement Test.
-Six studies demonstrated increases in academic achievement for students enrolled in early childhood development programs
-One study reported a negative effect
-Two studies provided no data to calculate effect sizes
-Academic achievement scores increased by a median of 0.35 standard deviations
• School readiness: median effect size of 0.38 standard deviations (3 studies).
• IQ: median effect size of 0.43 standard deviations (6 studies).
-Although these results are positive, the influence of this gain in IQ on longer-term health and social outcomes is not known
• Student retention: program participants were 13% less likely to be retained ("held back") in grade level (5 studies).
• Placement in special education programs: program participants were 14% less likely to be placed in special education programs (5 studies).
• Some reviewed programs included a home visitation component.
• Reviewed Programs operated full or half days, 9 to 12 months a year.
About this Promising Practice
Primary Contact
Topics
Community / Social Environment
Education / Childcare & Early Childhood Education
Education / Childcare & Early Childhood Education
Source
Community Guide Branch Epidemiology and Analysis Program Office, Centers for Disease Control and Prevention
Date of publication
Jun 2000
Location
USA
For more details
http://www.thecommunityguide.org/index.html#topics
http://www.thecommunityguide.org/social/centerbase...
http://www.thecommunityguide.org/social/centerbase...
Target Audience
Children, Families, Racial/Ethnic Minorities
Additional Audience
Low-Income